# Subtraction With Regrouping Worksheets

Once students master simple subtraction, they quickly move to 2-digit subtraction, which often requires students to apply the concept of “borrow one” to subtract correctly without producing a negative number. The best way to demonstrate this concept to young mathematicians is to illustrate the process of subtracting each number from a 2-digit number in the equation by splitting it into individual columns where the first number of the number to be subtracted lines up with the first number of its subtraction number.

So-called manipulative tools such as number lines or counters can also help students understand the concept of regrouping, which is a technical term for “borrowing one”, in which they can use one to avoid negative numbers in the process of subtracting 2 digit numbers from one another.

## Describe Linear Subtraction of 2-Digit Numbers

These simple subtraction worksheets (# 1, # 2, # 3, # 4, and # 5) help guide students through the process of subtracting 2-digit numbers from each other, which often requires regrouping if the reduced numbers require students to ” borrow one “from the greater decimal point.

The concept of borrowing one in simple subtraction comes from the process of subtracting each number in a 2-digit number from the one directly above when structured like Question 13 on worksheet # 1:

24-16

In this case, 6 cannot be subtracted from 4, so students have to “borrow one” from 2 in 24 to subtract 6 from 14, making the answer to this problem 8. Neither of the problems on this worksheet resulted in a negative number, which must be handled after students understand the core concept of subtracting positive numbers from each other, often first illustrated by presenting the sum of an item such as an apple and asking what happens when x the sum of them is taken away.

## Samples

3 Digit Subtraction With Regrouping Worksheets
Darlene Young
February 18, 2021
Darlene Young
February 18, 2021
Number Subtraction With Regrouping Worksheets
Darlene Young
February 18, 2021

Remember when you challenge your students with worksheets # 6, # 7, # 8, # 9, and # 10 that some children will need manipulatives like number lines or counters.

This visual tool helps explain a regrouping process where they can use a number line to keep track of the number that is subtracted as it “gets one” and jumps up by 10 then the natural number under is subtracted.

As with 78 – 49, a student would use a number line to check 9 out of 49 individually which was subtracted from 8 in 78, regrouped to 18 – 9, then subtracted the 4 from the remaining 6 after regrouping 78 to 60 + (18 – 9) – 4.

Again, it is easier to explain to students when you allow them to cross numbers and practice on questions like the one on the worksheet above. By presenting the equation linearly with the decimal places of each 2 digit number which is aligned with the number below, students will be better able to understand the concept of regrouping.

To solve problems faced by students, teacher solutions, so that students grow enthusiastic about learning mathematics, in this case the teacher’s division material applies the division method with repeated subtraction until the result is zero.

First of all the teacher gave the method to solve questions 35: 7 ……. ? the child observes the numbers written by the teacher. After observing the leading number which is 35, the division symbol then the number 7. The number in front, the number that is subtracted. The number that follows the number used to subtract and is repeated until the result is zero.

After students understand the method conveyed by the teacher, students begin to practice and try to operate the calculation of division with repeated subtraction 35: 7 (35-7-7-7-7-7) = 0. Number 7 how many there are? Of course, the child will answer there 5 times so that it can be reversed 35: 5 (35-5-5-5-5-5-5) = 0 number 5 totaling 7. In addition, the teacher proves by bringing a can of 100 candy seeds, then divided into one class containing 25 students each student takes one by one until it runs out. Each child gets 4 candies and sees that the can is empty so that 100: 25 = 4 and 100: 25 (100-25-25-25-25) = 0.